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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/3468

Title: The effect of a computer-based cartooning tool on children’s cartoons and written stories
Authors: Madden, Mark
Chung, Paul Wai Hing
Dawson, Christian W.
Keywords: Teaching/learning strategies
Media in education
Improving classroom teaching
Evaluation of CAL systems
Human-computer interface
Issue Date: 2008
Publisher: © Elsevier
Citation: MADDEN, M., CHUNG, P.W.H. and DAWSON, C.W., 2008. The effect of a computer-based cartooning tool on children’s cartoons and written stories. Computers & Education, 51 (2), pp. 900-925
Abstract: This paper reports a study assessing a new computer tool for cartoon storytelling, created by the authors for a target audience in the upper half of the English and Welsh Key Stage 2 (Years 5 and 6, covering ages 9 to 11 years). The tool attempts to provide users with more opportunities for expressive visualisation than previous educational software; its design was motivated by earlier work connecting “moving image literacy” with print literacy, and it was used here in storywriting preparation work: users first visualised a known story, then wrote their versions of it based on the cartoons they had made. The stories produced are compared with stories written using two other preparation activities, one a pencil-and-paper cartooning exercise and the other a teacher’s normal planning session, which also resulted in a retelling of a known story. The study finds that no one preparation process had a noticeably different effect on the final written stories; however, the cartoons produced with the software are found to be quite different to their paper counterparts, showing a greater variety of character action, pose and interaction, slightly more variety of camera shot distance, and more pictures. Children’s and teachers’ reactions to the software tool are also discussed.
Description: This is a journal article. It was published in the journal, Computers & Education [© Elsevier]. The definitive version is available at: www.elsevier.com/ locate/compedu
DOI: 10.1016/j.compedu.2007.09.008
URI: https://dspace.lboro.ac.uk/2134/3468
ISSN: 0360-1315
Appears in Collections:Published Articles (Computer Science)

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